I was challenged to think about an LFS tool, The Gradual Release Model, within the realm of TAB through a blog post by one of my art teacher "crushes" on her blog here and more importantly, her article here. After reading her articles, I felt that I was leaving out a very important part of the learning process - collaborative learning, the "you do together". Since my classes are mixed grades, interest levels, and skill levels, I was also hoping that this collaborative "you do together" would help to make my students trust each other and use one another as a resource more. I was about to embark on an Observational Drawing Bootcamp, so I decided to include a "you do together" for each task. For my Observational Drawing Bootcamp, I used activities taken from Betty Edward's Drawing on the Right Side of the Brain: the upside down drawing, blind contour, modified contour, and negative space drawing. Below is a list of the tasks we completed during this bootcamp: For each task, I demonstrated how to complete it, then, I had my students try it on their own in their sketchbooks. After that, I had students complete the activity together. For the upside-down draw together, I had students critique and find areas of improvement in one another's drawings. For the blind contour drawing draw-together, one student outlined all of the features on their face with their finger, and the other student followed the student's finger and drew the path that his/her finger took (below). For the modified contour draw-together one student drew a modified contour of their shoe, while their partner told them when to stop and look at their paper. For the negative space draw-together, students worked together to draw the negative space around an art room stool. Lastly, for the grid drawing draw-together, I had students draw and enlarge a complex image that involved foreshortening.
Overall, the most successful draw-together challenges were the blind contour partner portrait and the negative space stool drawings. Typically, these are the two drawings that students struggle with the most because they want their drawings to look "real" and haven't quite bought into taking the risk of drawing on the right side of the brain. By working with partners, they were more willing to take that risk and encourage one-another to follow the rules of the drawing challenges. I am convinced of the positive benefits of collaborative work and will continue to use this in my classroom.
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